Fostering personal and professional growth via student-faculty research collaboration: revisiting academic traditions

   Introduction.

   The relevance of the study is determined by the growing importance of the educational and cultural effects of scientific and pedagogical interaction in the context of the transformation of higher education.

   Particular attention is paid to the scientific co-creation of teachers and students as a resource for the sustainable development of the academic environment.

   Purpose setting.

   The purpose of the article is to provide a theoretical understanding of the education and professional development of the student’s personality in the process of scientific interaction with a teacher, as well as to identify the educational potential of academic supervision and the preparation of the final qualification thesis.

   Methodology and methods of the study. The study employs theoretical and methodological methods of analysis, synthesis, generalization, and interpretation of scientific sources, as well as theoretical and applied methods of modeling and systematization of pedagogical experience. The methodological framework is based on axiological, activity-based, and personality-development approaches. The research relies on the concepts of scientific and pedagogical culture and the environmental approach in education.

   Results. The determining role of the teacher’s personality and their involvement in scientific co-creation as a factor in students’ education is demonstrated. The system-forming function of the academic supervisor in shaping students’ values and professional identity is substantiated. The culture of scientific interaction is revealed as a condition for joint achievements and for harmonizing pedagogical and scientific logics. Academic supervision is interpreted as a form of pedagogical support and socialization of young researchers. It is proven that the preparation of the final qualification thesis serves as a tool for the formation of scientific and methodological culture and a mature researcher’s personality.

   Conclusion. The findings expand the understanding of the educational potential of academic supervision and academic interaction in higher education. Further research prospects are associated with the empirical analysis of models of scientific co-creation and the influence of digital and interdisciplinary forms of interaction on the development of the researcher’s personality.

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